Inclusive Teaching Practice: Roles, Referral Points, and Strategies for Improvement

This report discusses the importance of inclusive teaching practice in education and covers topics such as roles and duties related to comprehensive practice, referral points for fulfilling individual learning requirements, and ways to promote inclusion and value diversity. It also includes strategies for improving one's own skills in inclusive teaching practice.

UNIT 417
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TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
TASK B...........................................................................................................................................3
3.1 Roles and duties related to comprehensive practice..............................................................3
3.2 Associativity among the self-role and role of other professional involve.............................3
3.3 Analysing the referral points for fulfilling the individual learning requirements..................4
4.1 Features and benefits of inclusive learning environment......................................................4
4.4 reviewing of approaches for effective liaison between educational experts.........................4
TASK C...........................................................................................................................................5
4.2 Evaluating the process to encourage the inclusion, fairness and value diversity..................5
4.3 Ways for promoting inclusion...............................................................................................5
5.1 Review of effectiveness in own inclusive practice................................................................5
5.2 Identification of strength and areas for development regarding inclusive practice...............6
5.3 Strategizing the chances for improvising the own skills.......................................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................7

INTRODUCTION
Inclusive teaching exercise in education is most important which enables every student to
equally participate in the activities. Inclusiveness allows people to respect each other’s cultural
background (CO, FACE and LINK, 2021). If the diversity is found in the institution thus it
supports the individual’s learning goals, thus it is the part of teaching to practice the
inclusiveness in order to ensure better learning environment. Following report will cover the
relationship between the own role and others professional role to provide the inclusive practice.
It also covers the referral point for meeting individual learning needs, also discuss the key
features and advantage of inclusive learning environment. It further covers the ways for
promoting inclusion, equality and value diversity. It also illustrates the promotion of inclusion
and identification of the areas for development regards inclusive practice.
MAIN BODY
TASK B
3.1 Roles and duties related to comprehensive practice
As For the teacher it is essential for them to practice the inclusiveness it will help them in
their teaching services, it also diversifies the classroom environment where all the students are
equally treated and access the resources which helps them in their learning process. It is
important for the teacher to make sure that their lesson is covering the diversification and to
make sure language is inclusive so that every learner will understand. Teacher can begin to use
the media which promotes the diversity (Reynaga-Peña and et.al 2018). Teachers can proceed to
divide the students in a group so that they will interact with each other and learn about their
cultures and language, it helps in creating the supportive and healthy environment which
cooperates in students’ learning goals. Teacher’s responsibility is also to provide other trainings
as to not only focus on study subjects, it is their responsibility to provide the mobility, self-care
training. For practising inclusiveness, it is important for the teacher to arrange the study material
which fulfil the needs of every learner whether they are disable of having learning problem.
3.2 Associativity among the self-role and role of other professional involve
Whenever tutor encounter any problem they look for their senior professor to help them out
so that they solve the learner’s problem. As for the teacher it is important to teach the students
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about inclusivity and to ensure better and inclusive learning environment in classroom. Meeting
with others such as parents, guardians and with other educationists it helps in developing the
relationship which is essential for encouraging the inclusivity in both education institution as
well as away from the school. For that reason, teacher can proceed to invite the professional to
discuss over the inclusive topic, it will help the students to learn about such things which is also
important for their future.
3.3 Analysing the referral points for fulfilling the individual learning requirements
Referral is the process which is taken by the teacher to fulfil the needs of the students as
most of the time it is seen that teachers are not able to solve particular case of the students so that
they refer the case to other professional so that learner’s goals do not suffer. There is a legislation
point such as Equality act 2010, this provide the guidelines for the inclusivity. It will help the
learner in order to understand about the laws which helps them in developing the knowledge
about the inclusive practices (Barman and et.al 2018). Some of the point of referrals are
classified into internal and external, where in internal there are first aiders, language interpreters,
specialist peers as well as for external- carers, health centres, relevant websites etc. Inclusivity
curricular are also a good referral point with this they can easily understand about the inclusivity
principles and how their school conduct such inclusive curricular.
4.1 Features and benefits of inclusive learning environment
Inclusivity is the major factor or concern in education, as in this general teachers and
special school teachers working together to meet the requirement of the students. As all learners
have different approach towards learning, thus in learning environment teachers aim to provide
the support and instruction which helps every student in their learning. It promotes the
communication between the learners, as in inclusive environment student learn together and also
works together on different projects it promotes the diversity. As the inclusivity in the learning
environment is free from any kind of discrimination, thus it encourages the students so that they
feel motivated towards their learning goals. Therefore, collaborative working practice helps in
promoting the better learning atmosphere.
4.4 reviewing of approaches for effective liaison between educational experts
Liaison refer as the communication between the two parties for mutual concern. Liaison
between the professional include the inclusive practices which can be enhance by using effectual

communication channels. As communication can be done through face to face, online mediums
by use of mobile phones. As professionals can proceed to meet the students by offering
encouraging talks for good inclusive practices (Lutz, Untaru and van Goch, 2021). Continue
sharing of the information helps in promoting the cooperation among the professionals. Effective
liaison is also rely on the attitude of the professionals, as it helps in promoting the knowledge of
inclusive practice for better liaison.
TASK C
4.2 Evaluating the process to encourage the inclusion, fairness and value diversity
As for the equality it is the responsibility of the tutor to provide the same quality
information, so that every learner can access it and fills their learning gaps, thus it shows the
promotion of equality. For value diversity teachers can proceed to cultivate the diversified
environment which helps the learner to accomplish their learning goals. Teacher can also
proceed to develop the opportunities so that it can be shared in order to promote the diversity.
Another way is to allot the assignment in between the group of learners which helps in
promotion of inclusion, equality and value diversity, it helps the learning to fill their study gap.
4.3 Ways for promoting inclusion
Adhering to the institutional policies is also a way for encouraging towards the inclusion.
When the teachers and other professionals usually follows the inclusivity standards of the
organisation then it also delivers among the learners. Inclusivity is transferred when the teacher
treats every student fairly and provide the equal opportunities to every learner despite of any
gender, age, race discrimination (Rossi, 2022). It is important for the teacher to make sure that
every learner is feeling safe, if any activity is found which is creating negative environment, then
they have the right to take strict action and to educate those who are involving in such activities.
Thus by praising work and rewarding also ensures the encouragement of inclusivity.
5.1 Review of effectiveness in own inclusive practice
For the teacher if they adhered to the organisational inclusivity policies then their inclusive
practice is also effective. It is the teacher’s ability to involve others to embrace such inclusive
practice. For better inclusive practice teacher need to provide equal treatment to all learners
inclusive practice helps the teachers to engage with the learners and found the solution of their
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problem which helps them in their learning process. Effective communication also helps in
engaging with the learners so their goals can meet. Teacher should also ask their peers,
colleagues and students about to give feedback, so it will help them to improvise their teaching
method for easily meet the requirement of every individual.
5.2 Identification of strength and areas for development regarding inclusive practice
As for teacher their main strength involves the self-awareness as they always abide to the
inclusivity rules and principles to promote the inclusive teaching practice. Teacher can proceed
to ask or students and professionals feedback for improvising, and also self-reflection is the most
important factor in the inclusive teaching (Davenport and Padwick, 2021). If the teacher self-
reflect then it will help them in performing better teaching practice. It also helps in easily
understanding the shortcomings as a individual, as for the tutor it is also important to respect the
contribution of others and to develop understanding regarding discrimination impact in every
context.
5.3 Strategizing the chances for improvising the own skills
For enhancing the own skills regarding inclusiveness, it is essential to work with more
people as how they do their work in their different context. For developing the multicultural
knowledge, it is essential to know as how different communities works an adheres to the policies
in bother developed as well as in developing country. Visit to other organisation also helps in
learning the inclusive practices.
Action plan
Activity Aim Time frame
To update on GDPR Main aim is to develop
understanding how to use
GDPR in classroom
2 hours
To develop communication
skills
Aim to develop the three main
process of communication as
physical, psychological and
verbal
3 hours

CONCLUSION
From the above report it is concluded that inclusive teaching is the main demand in
education, it promotes the diversity which helps every learner to accomplished their learning
goals. Above report have illustrated the Own role and responsibilities regarding inclusive
practice, points of referral for fulfilling the learners goals. It also discussed the benefit of
inclusive learning environment as how it promotes the collaboration. It further discussed the
ways for promoting the inclusion, equality and value diversity. Also illustrated the effectiveness
of own inclusive practice and lastly concluded with plan opportunities for improvising the skills.
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REFERENCES
Books and journals
Barman, L. and et.al 2018, October. Engineering teachers’ approaches to design and deliver
inclusive teaching in flexible learning spaces. In 2018 IEEE Frontiers in Education
Conference (FIE) (pp. 1-5). IEEE.
CO, T., FACE, W. and LINK, W., 2021. Using inclusive teaching strategies to promote greater
success among minority students.
Davenport, C. and Padwick, A., 2021. Inclusive teaching in science: Changing culture and
practice. Primary Science. (166). pp.29-30.
Lutz, C., Untaru, L. and van Goch, M., 2021. Developing a shared syllabus template as a living
document of inclusive practices in a teaching and learning community.
Reynaga-Peña, C.G. and et.al 2018. Creating a dialogic environment for transformative science
teaching practices: towards an inclusive education for science. Journal of Education for
Teaching. 44(1). pp.44-57.
Rossi, M., 2022. Universal Design for Learning and Inclusive Teaching: Future
Perspectives. Elementa. Intersections between Philosophy, Epistemology and Empirical
Perspectives. 1(1-2). pp.103-113.